Digital visitors and Residents: Project Update
Upcoming SlideShare
Loading in...5
×
 

Digital visitors and Residents: Project Update

on

  • 817 views

An update of the project progress.

An update of the project progress.

Statistics

Views

Total Views
817
Views on SlideShare
817
Embed Views
0

Actions

Likes
1
Downloads
4
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • US – UK 3 years
  • Paul Bailey of JISC will introduce us
  • Dave
  • Dave
  • Dave
  • Dave Connaway, Lynn Silipigni, and Timothy J. Dickey. The Digital Information Seeker: Report of the Findings from Selected OCLC, RIN, and JISC User Behaviour Projects. 2010. London: HECFCE. http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf . Beetham, Helen, Lou McGill, and Allison Littlejohn. Thriving in the 21 st Century: Learning Literacies for the Digital Age (LLiDA Project). Glasgow: The Caledonian Academy, Glasgow Caledonian University, 2009. http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf . White, Dave. “Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents.’” Posted on TALL Blog, July 23, 2008. http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/. Nicholas, David. Rowlands, Ian. Huntingdon, Paul. Information Behaviour of the Researcher of the Future: A CIBER Briefing Paper. London: CIBER, 2008. http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf. Connaway, Lynn Silipigni, Timothy J. Dickey, and Marie L. Radford. “‘If it is too inconvenient I’m not going after it:’ Convenience as a Critical Factor in Information-seeking Behaviors .” Library & Information Science Research 33, no. 3 (2011): 179-90.
  • Dave
  • Dave
  • Dave
  • Dave
  • Lynn
  • Lynn – talk about phases
  • Lynn – phase 1 = most of the data we are drawing from for the presentation
  • Lynn: Mention NVivo as well.
  • Lynn Interview Questions   1. Describe the things you enjoy doing with technology and the web each week. This is a conversational start in order to put the interviewees at their ease. We are trying to get a sense of their overall digital literacy so that we can set their information seeking behaviours within a broader context. Do they socialise online? (See probe.) Do they ‘contribute’ online in the form of pictures, video, blogs, etc.? 2. Think of the ways you have used technology and the web for your studies. Describe a typical week. We are looking at interviewees’ use of educational technologies more specifically for study. We hope they will start to introduce informal learning, self-directed study, peer to peer learning, etc. We anticipate they will (or may not) mention Facebook, MySpace, etc. 3. Think about the next stage of your education. Tell me what you think this will be like. This will hopefully encourage them to reflect on what they envisage their role will be in the next stage. What they imagine the next educational-stage to be like will be something we can cross check as we follow them through the project. 4. Think of a time when you had a situation where you needed answers or solutions and you did a quick search and made do with it. You knew there were other sources but you decided not to use them. Please include sources such as friends, family, teachers, coaches, etc. Prompt for both academic and informal (domestic, personal…) examples.   5. Have there been times when you were told to use a library or virtual learning environment (or learning platform), and used other source(s) instead? 6. If you had a magic wand, what would your ideal way of getting information be? How would you go about using the systems and services? When? Where? How?     7. What comments or questions do you have for me? Is there anything you would like me to explain? What would you like to tell me that you’ve thought about during this interview?  
  • Lynn
  • Lynn
  • Dave
  • Dave
  • Dave
  • Dave
  • Dave
  • Dave
  • Lynn
  • Lynn
  • Lynn Other – social Q and A sites Students’ Perceptions of Teachers’ opinions of Wikipedia: “ Avoid it.” (UKS8 0:28:28.3, Female Age 16)   “ They used to tell us in high school not to use Wikipedia.” (USU1 0:34:59, Female Age 19)   “ It’s like a taboo I guess with all teachers, they just all say – you know, when they explain the paper they always say, “Don’t use Wikipedia.”” (USU7 0:33:05, Female Age 19)   “ They don’t fail you but you get ridiculed in front of everyone for sourcing Wikipedia.” (USS3 00:32:43, Female Age 17) “ They say it’s because anyone can make up – I mean, anyone can add information on there but I mean when I’ve actually looked into information it seemed the same as any information I find anywhere else. I mean, it’s not like if you look up fourth of July, it’s not like it gives you like some weird explanation of aliens or something.” (USU7 0:33:14, Female Age 19)   Students’ on Wikipedia: “ I use it, kind of like, I won't cite it on my papers but I, kind of, use it as a like, as a start off line. I go there and look up the general information, kind of, read through it so I get a general idea what it is. Then I start going through my research.” (USU7 0:33:49, Female Age 19)   “ Everyone knows that you try not to use Wikipedia as a source because it is a cardinal sin.” (UKU3 0:31:03, Female Age 19)
  • Lynn – so why the lack of activity here?
  • Lynn – is it because of the predominance of private communication? Private Messaging “ I do do private messaging a fair amount because it’s easy and I can just keep in touch with people over Facebook for some reason, I have no idea why.” (UKS8 0:01:01.7, Female Age 16) “ Just because all my friends have it, it’s just an easy way to catch up and then, especially if I need some work to hand in for tomorrow, go and find out on Facebook, ask all my friends.” (UKS1 00:05:59, Male Age 18) “… he was the only one who received it and the teacher told him to pass it on. And he sent a message to everyone in the calls on Facebook, so that helped.” (UKS1 00:12:22, Male Age 18 ) Texting “ I do use texting a lot more than calling on the phone.” (USU1 0:05:59, Female Age 19) “ I don’t really talk that much on the phone. I just text a lot.” (USS4 00:06:59, Male Age 17)
  • Lynn – email for formal communication – they do use IM a lot for ‘emergency colaboration
  • Lynn Taking notes on laptop: “ It’s a lot easier for me and I guess it’s a lot neater. Instead of having it all on paper, things can get lost and crumpled and stuff like that. So, having it on a laptop, especially like when my friends asks for a favour, like I can send them the notes. I can just send them easily through email instead of having to like give it to them and have them rewrite all of it.” (USU7 0:07:10, Female Age 19)
  • Lynn “ Well I probably actually use these things on emails because it’s an incredibly easy and quick way of getting information.” (UKS8 0:04:36.8, Female Age 16) Wikipedia “ I just thought, because it was the easiest thing to do there and then, and I didn’t have a lot of time and I just though Wikipedia would be the best option.” (UKS1 00:16:49, Male Age 18)   “ Probably not the best, but I think it’s the simplest and easiest way to get going. So if I needed to produce a much more detailed and developed essay I would probably explore further on the internet.” (UKS1 00:17:52, Male Age 18)
  • Lynn
  • Lynn “ One of my favourite ways of getting information is by asking people. Instead of Googling the whole time I mostly have faith in the fact that people are actually learning, if I can go to a tutor and ask them something.” (UKU3 0:19:34, Female Age 19)
  • Lynn: Talk about the tension between the preference for f2f contact but the clash with convenience. Discuss the tension between this and the use of email for formal contexts – link with the challenges of getting Resident-Institutional things to work.
  • Dave
  • Dave
  • Dave
  • Dave
  • Dave
  • Dave
  • Lynn: Talk about the tension between the preference for f2f contact but the clash with convenience. Discuss the tension between this and the use of email for formal contexts – link with the challenges of getting Resident-Institutional things to work.
  • Dave
  • Dave
  • Dave
  • Lynn
  • Lynn
  • Lynn

Digital visitors and Residents: Project Update Digital visitors and Residents: Project Update Presentation Transcript

  • DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING Digital Visitors and Residents: Project Feedback Developing Digital Literacies - #jiscdiglit Visitors & Residents - #vandrDavid White (Co-PI) Dr. Lynn Silipigni Connaway (Co-PI)@daveowhite OCLC ResearchUniversity of OxfordDr. Alison Le Cornu Dr. Donna LancllosUniversity of Oxford University of North Carolina, Charlotte9th December 2011
  • Lynn Silipigni Connaway, Ph.D. David White (@daveowhite)Senior Research Scientist Co-Manager Technology AssistedOCLC Research Lifelong Learning University of OxfordDonna Lanclos, Ph.D. Alison Le Cornu, Ph.D.Associate Professor for Research assistantAnthropological Research Technology Assisted LifelongUniversity of North Carolina, LearningCharlotte University of Oxford
  • ‘I just type itinto Googleand see whatcomes up.’ (UKS2)
  • ‘I always stick with thefirst thing that comesup on Google becauseI think that’s the mostpopular site whichmeans that’s the mostcorrect.’ (USS1)
  • ‘I knew that theinternet wouldn’t giveme a wrong answer.’ (UKS4)
  • Background•The Digital Information Seeker: Report – Connaway, et al.2010•Thriving in the 21st Century: Learning Literacies for the DigitalAge (LLiDA Project) – Beetham. et al. 2009•Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’ (blogpost) – White. 2008•Information Behaviour of the Researcher of the Future –Nicholas. et al. 2008•‘If it is too inconvenient I’m not going after it:’ Convenienceas a Critical Factor in Information-seeking Behaviors.” –Connaway, et al. 2011
  • Even confidentinternet users oftenlack evaluativeand critical skills.LLiDA project: http://www.academy.gcal.ac.uk/llida/
  • DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNINGDigitalVisitorDigitalResident
  • Visitor Resident Video: goo.gl/dny1h Paper: goo.gl/RFSLz
  • Visitor ResidentUnseen VisibleInstrumental NetworkedFunctional CommunicativeIndividual Communal
  • Phase 2: Months 7-12 Establishing, Embedding, and Experienced Add 15 to original 30 = 45 participantsPhase 3: Months 13-24 Track 24 participants Online survey of 400 students and scholarsPhase 4: Months 25-36 Emerging 6 students Page 12
  • Phase 1 participantdemographics• 30 participants• 19 females, 11 males• 21Caucasian, 3 African-American, 1 Caucasian- Thai, 1 Hispanic, 4 unidentified• 15 secondary students• 15 university students
  • Methodology: •Interviews •Diaries •Survey •Mapping
  • Interview Questions1. Describe the things you enjoy doing with technology and the web each week.--------6. If you had a magic wand, what would your ideal way of getting information be? How would you go about using the systems and services? When? Where? How?
  • Code book I. Place II. Sources III. Tools IV. Agency V. Situation/context VI. Quotes VII. Contact VIII. Technology Ownership IX. Network used
  • Code book IV. Agency A. Evaluation B. Decision/Choice 1. Convenience 2. Familiarity 3. Repetition 4. Relevance 5. Authority/Legitimacy 6. Available time Etc.
  • Engagement Maps Personal Visitor Resident Institutional
  • UKU3
  • USS4
  • USU3
  • Programmatically? • Map the Code book to the Visitors and Residents continuum • Compare the mappings between Educational stages
  • Questions?
  • Information-seeking cycle
  • ‘I simply justtype it intoGoogle andjust see whatcomes up’ (UKS4)
  • Sources
  • UKU3 ?
  • Contact
  • Email vs IM‘My email is also like the mostimportant way of contactingpeople, especially throughthe school...’ (USU7 )
  • The powerof convenience
  • Agency
  • Convergence“Google doesn’t judge me” (UKF3)
  • People
  • ‘Oh, definitely one of my teachers justbeing able to appear, definitely. Just tobe able to have maybe a professor orsomeone that is an expert in that area,and just for them to be there when Iwant them to, so that if I don’t getsomething they can explain it to me.Because that’s the other thing, it’s moreverbal communication that I find easier,so not always the website, although I dousually use the internet it’s not mypreferred choice.’ (UKS4)
  • Questions?
  • Open Answer Resources
  • Do you think education isabout the answersthemselves or the process ofgetting to those answers?A: AnswersB: The process of getting to those answers.
  • Sources
  • ‘Freely available tertiary literature, accessibly and neutrally summarised from reliable secondary and primary sources, in an ongoing process of good faith collaboration involving both experts and non-experts.’ (Martin Poulter of Wikimedia)
  • ‘The problem withWikipedia is it’s tooeasy. You can go toWikipedia, you can getan answer, you don’tactually learn anything,you just get an answer.’ (USU6 – quoting a teacher)
  • ‘Perfect thing, I think itwould be that all theuseful, accurate, reliableinformation would like glowa different colour orsomething so I could tellwithout wasting my timegoing through all of them’ (UKS2)
  • Education isabout questionsThe web isabout answers
  • ‘Do they actually fail you?’‘They don’t fail you but youget ridiculed in front ofeveryone for sourcingWikipedia.’ (USS3)
  • LearningBlackMarkethttp://wp.me/pLtlj-fH
  • Phase 3 (Mar 2012 – Mar 2013) •Survey •Diaries •Phase 2 coding •Triangulation
  • Outputs – January 2012 •Report •Engagement maps •Emerging findings •Implications •Video •Project discussion
  • ThanksLynn Silipigni Connaway, Ph.D. David White (@daveowhite)Senior Research Scientist Co-Manager Technology AssistedOCLC Research Lifelong Learning University of Oxfordconnawal@oclc.org david.white@conted.ox.ac.uk
  • Selected ReadingsBeetham, Helen, Lou McGill, and Allison Littlejohn. Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA Project). Glasgow: The Caledonian Academy, Glasgow Caledonian University, 2009. http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf.Connaway, Lynn Silipigni, and Timothy J. Dickey. The Digital Information Seeker: Report of the Findings from Selected OCLC, RIN, and JISC User Behaviour Projects. 2010. http://www.jisc.ac.uk/media/documents/publications/reports/2010 /digitalinformationseekerreport.pdf.Connaway, Lynn Silipigni, Timothy J. Dickey, and Marie L. Radford. “‘If it is too inconvenient I’m not going after it:’ Convenience as a Critical Factor in Information-seeking Behaviors.” Library & Information Science Research 33, no. 3 (2011): 179-90.
  • Selected ReadingsNicholas, David. Rowlands, Ian. Huntingdon, Paul. Information Behaviour of the Researcher of the Future: A CIBER Briefing Paper. London: CIBER, 2008. http://www.jisc.ac.uk/media/documents/programmes/reppres/ gg_final_keynote_11012008.pdf.White, Dave. “Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents.’” Posted on TALL Blog, July 23, 2008. http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not- natives-immigrants-but-visitors-residents/.White, David. Le Cornu, Alison. “Visitors and Residents: A New Typology for Online Engagement.” First Monday 16, no. 9 (2011). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/articl e/viewArticle/3171/3049.
  • Picture creditsExam room: zeligfilmhttp://www.flickr.com/photos/zeligdoc/4536875415/Vending machines: midoisyuhttp://www.flickr.com/photos/midorisyu/752223850/Cycle route: Damian Cugleyhttp://www.flickr.com/photos/midorisyu/752223850/Glasses face: peterburnhamhttp://www.flickr.com/photos/pburnham/5238764188/3 Generations (Street at night): Gilderichttp://www.flickr.com/photos/lanier67/5253473681Porto Riberia: lanier67 http://www.flickr.com/photos/lanier67/5253473681